Dual Coding
This week I would like to share an article that connects some of the prior SoTL research on information processing (dual memory model) and study habits. The article is entitled, “Dual coding theory: Retrospect and current status” by Paivio (1991) [background info on Dual Coding Link]. Dual coding theory (DCT) of memory and cognition evolved from experiments on the role of imagery in associative learning (Paivio, 1963). Paivio hypothesized that the mind can process new information verbally and visually, either one at a time or simultaneously. If processing both together, the mind will process more quantitatively and qualitatively.
The author summarizes the process by sharing that when we integrate an intentional studying method, we are making it easier for our brain to synthesize new information. If we provide multiple senses for our brain while studying, i.e., “dual coding” means we are able to retain and apply more concepts.
Practical examples of dual-coding approaches include (note: many of these are derivatives of our list of 289 active learning strategies):
While listening to a recorded presentation after class, students can draw doodles representing concepts discussed;
After finishing a learning session, students can draw a mind map explaining what they just read;
Students can create an infographic either by hand or using an online application; and
As students read their notes, they can create a timeline of relevant events.
The best visual aids are timelines, mind maps, diagrams, and drawings. An additional method to integrate into dual coding can be accomplished by incorporating blurting, a process wherein a student reads the material then writes down everything they can apply to their lives and/or future career. Combining this with a partial outline technique (i.e., where conceptual outlines are provided with intentional gaps for the learner to complete), the learner can leave spaces in their blurting visuals so they can create a complete map later.
The dual coding has been replicated in various academic areas. In 1991, psychologists Anderson and Mayer taught participants how a bike pump works using words and images. The combination helped learners as they could use working memory channels to process information. Mayer further investigated which conditions with which different media simultaneously resulted in better learning, which is known as the multimedia effect.
On a tangent note, hopefully, you have an accessible CTL which provides teaching research and services to you when needed. If not, you may want to check out additional faculty development resources at the Illinois State University SoTL Center.
References
Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology / Revue canadienne de psychologie, 45(3), 255–287. https://doi.org/10.1037/h0084295
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